중학교 광합성 (光合成) 내용에 대한 학습 범주별 (範疇別) 수업 효과의 비교 연구 = A Comparative Study on the Instructional Effects for the Categorized Contents of Photosynthesis in Middle School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the instructional effects for the categorized contents of photosynthesis in middle school. Among the nine categorized contents, explanatory instruction showed a instructional effectiveness in the categories of reaction sites, required materials of photosynthesis, movement and availability of photosynthetic products. Whereas monitoring-focused instruction showed a instructional effectiveness in the categories that were the planning and variance-control of experimental context, the ecosystemic cycle of oxygen and carbon dioxide, and the comprehension of reciprocal actions of respiration. In the categories of energy source and environmental factors influenced on photosynthesis, there was a highly instructional effectiveness in both types of instructions, In the category of the comprehension of relationship between photosynthesis and ecosystemic food-chain, there was little instructional effectiveness in both types of instructions. From the viewpoint of instructional effects on the total categories of general contents in photosynthesis, explanatory instruction was not significantly different from monitoring-focused instruction. In the comparison of instructional efficiency to these types of instructions, explanatory instruction was effective on the category of required materials of photosynthesis. and monitoring-focused instruction was effective on the planning and variance-control of experimental contexts. From the our results, the learning domain of knowledge will be more effective in the explanatory instruction, whereas the learning domain of experimental contexts will be more effective in the monitoring-focused instruction.